<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2025000200513</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.085.ds07</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Ludic-aggressive play in Early Childhood Education: child and adult logic in dispute]]></article-title>
<article-title xml:lang="es"><![CDATA[Juegos lúdico-agresivos en la Educación Infantil: lógicas infantiles y adultas em disputa]]></article-title>
<article-title xml:lang="pt"><![CDATA[Brincadeiras lúdico-agressivas na Educação Infantil: lógicas infantis e adultas em disputa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Raquel Firmino Magalhães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colégio Pedro II (CPII)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>85</numero>
<fpage>513</fpage>
<lpage>525</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000200513&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000200513&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000200513&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyses the representations of adults and children regarding ludic-aggressive play in Early Childhood Education, considering it a fundamental practice for socialization processes and the development of children&#8217;s cultures. The ethnographic research was conducted in a Municipal Early Childhood Education Center (CMEI) in Vitória, Brazil, with data generated through narratives, interviews, videos, and field diary records. Participants included two Physical Education teachers, 40 children aged 4 and 5, a secretary, a pedagogue, and the school principal. The analysis identified three main categories: (in)safety in play, perception, and recording of reality. The findings showed that the teachers&#8217; representations reflected a culture of care, initially grounded in a traditional perspective, which gradually evolved into a more understanding and tolerant approach as they recognized the importance of play for learning and social interactions. The results highlight that, in alignment with the guiding axes of the Early Childhood Education curriculum, ludic-aggressive play fosters the development of socio-emotional skills, coexistence with differences, and expression through multiple languages. This study emphasizes the importance of valuing these practices in pedagogical planning, recognizing children&#8217;s agency and playfulness as essential elements of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio analiza representaciones de adultos y niños sobre los juegos lúdico-agresivos en la Educación Infantil, considerándolos fundamentales para los procesos de socialización y la producción de culturas infantiles. La investigación, de enfoque etnográfico, se realizó en un Centro Municipal de Educación Infantil (CMEI) en Vitória/ES, con datos generados a través de narraciones, entrevistas, videos y registros en el diario de campo. Participaron dos profesoras de Educación Física, 40 niños de 4 y 5 años, una secretaria, una pedagoga y el director de la escuela. El análisis identificó tres categorías principales: (in)seguridad en el juego, percepción y registro de la realidad. Las representaciones de las profesoras reflejaron una cultura de cuidado, basada en un discurso tradicional, pero que evolucionó hacia un enfoque más comprensivo, reconociendo la importancia de los juegos para el aprendizaje y la convivencia social. Los resultados destacan que los juegos lúdico-agresivos favorecen el desarrollo de competencias socioemocionales, la convivencia con las diferencias y la expresión a través de múltiples lenguajes. En línea con los principios del currículo de la Educación Infantil, el estudio resalta la necesidad de valorar estas prácticas en la planificación pedagógica, reconociendo el protagonismo infantil y la ludicidad como elementos esenciales de la educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo analisa representações de adultos e crianças sobre brincadeiras lúdico-agressivas no cotidiano da Educação Infantil, considerando-as como práticas fundamentais para os processos de socialização e a produção de culturas infantis. A pesquisa, de caráter etnográfico, foi realizada em um Centro Municipal de Educação Infantil (CMEI) em Vitória/ES, com dados gerados por meio de narrativas, entrevistas, vídeos e registros em diário de campo. Os participantes incluíram duas professoras de Educação Física, 40 crianças de 4 e 5 anos, uma secretária, uma pedagoga e o diretor da escola. A análise revelou três categorias principais: (in)segurança na brincadeira, percepção e registro da realidade. Observou-se que as representações das professoras refletiam uma cultura de cuidado, marcada por um discurso tradicional, mas que evoluiu para uma abordagem mais compreensiva e tolerante, ao reconhecer a importância das brincadeiras para a aprendizagem e o convívio social. Os resultados destacam que, em consonância com os eixos norteadores do currículo da Educação Infantil, as brincadeiras lúdico-agressivas favorecem o desenvolvimento de competências socioemocionais, a convivência com as diferenças e a expressão por múltiplas linguagens. O estudo reforça a necessidade de valorizar essas práticas no planejamento pedagógico, reconhecendo o protagonismo infantil e a ludicidade como elementos essenciais da educação.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Rough-and-tumble play]]></kwd>
<kwd lng="en"><![CDATA[Play fighting]]></kwd>
<kwd lng="en"><![CDATA[Ludic-aggressive play]]></kwd>
<kwd lng="en"><![CDATA[Children's cultures]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[Juego de lucha]]></kwd>
<kwd lng="es"><![CDATA[Juego lúdico-agresivo]]></kwd>
<kwd lng="es"><![CDATA[Culturas infantiles]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Brincadeiras de luta]]></kwd>
<kwd lng="pt"><![CDATA[Brincadeiras lúdico-agressivas]]></kwd>
<kwd lng="pt"><![CDATA[Culturas infantis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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